The Sixth Law of Stupidity: A Biophysical Interpretation of Carlo Cipolla’s Stupidity Laws

Carlo Cipolla’s stupidity quadrant and his five laws of stupidity were proposed for the first time in 1976. Exposed in a humorous mood by the author, these concepts describe the interactions among human beings in terms of a semiquantitative model based on the gains and losses of the agents engaged in a process. Here, we propose a new interpretation of Cipolla’s ideas in a biophysical framework, using the well known “predator–prey”, or “Lotka–Volterra”, model. We find that there is indeed a correspondence between Cipolla’s approach, based on economics and biophysical economics. We propose a “sixth law of stupidity”, additional to the five proposed by Cipolla, stating that “humans are the stupidest species in the whole ecosystem” because of their tendency of overexploiting natural resources.

Biophysical Economics for Policy and Teaching: Mexico as an Example

Many parts of the world are currently facing unprecedented social turmoil. Few understand that most of these “exploding” situations have a biophysical basis in patterns of consumption and the ratio of number of humans to resources available. Most “solutions” proposed are political oppression or, for the lucky, economic development, usually led by conventional economists. However, we believe that, for many regions, conventional economics, certainly alone and perhaps in their entirety, are not up to the job of addressing these crises. We propose a new discipline, Biophysical Economics, that addresses these lacunae and offers a good set of procedures for bringing much more natural science to the discipline of economics. This approach provides a stronger basis for training young people in both economics and heterodox political economy. We will need economists with this new training for a future that appears very different from today. This article outlines the rationales for further developing and teaching Biophysical Economics to demonstrate its utility and applies this economic lens to the economy of Mexico. We finish by providing an example of how a Biophysical Economics curriculum appropriate to analyzing and addressing the Mexican economic context might be developed and taught at the University of Guadalajara. This curriculum could also be adapted to other national, educational and institutional settings.

Putting the Biophysical (Back) in Economics: A Taxonomic Review of Modeling the Earth-Bound Economy

Economists rarely model the economy as explicitly bound by earth’s ecological systems. Modeling the dynamic interactions of both human and non-human systems is admittedly a challenging task, as it requires expertise from multiple disciplines. Within the last 10 years, a wide variety of research papers have been published that include some biophysical aspects in a model of the economy. These papers all have one thing in common: the model of the economy includes physical and/or energetic exchanges, as well as monetary exchange. This theme is what defines the emerging sub-discipline of biophysical economics, BPE. BPE models of the economy originate from a variety of disciplines, and thus BPE research articles are published across a wide spectrum of academic journals. As inter-disciplinary researchers ourselves, we want to understand what BPE modeling approaches have been used so far. In this paper, we examine and classify over one hundred published articles that use biophysical models of the economy. Although BPE modeling approaches are quite varied, grouping the research by common characteristics reveals several active research areas. We highlight recent papers that are helpful examples of the most popular BPE modeling strategies. Gaps also exist. Several modeling approaches have not been used in published works yet. We identify which of those gaps could be promising avenues for future research. We conclude by suggesting which BPE modeling approach might be particularly appropriate for a variety of research questions.

Sustainability as an Economic Issue: A BioPhysical Economic Perspective

This essay focuses upon how questions of sustainability are integrated into the teaching of introductory economics. While economics is insufficient by itself to understand the efforts we must take in order to live within nature’s limits, an understanding of economic theory is a vital part of a larger interdisciplinary whole. Yet sustainability is not well integrated into economic theory, especially mainstream, neoclassical, economics. Allocative efficiency and the rate of economic growth are the fundamental metrics while sustainability questions such as the stability of earth systems and the quality of energy resources are relegated to secondary status, if addressed at all. However, in order to address questions such as the earth’s continuing ability to support life, economists need to consider a variety of theoretical perspectives. In the late 1970s, Robert Carson published Economic Issues Today. It presents various economic topics from liberal, radical, and conservative viewpoints, and looking at crucial issues such as sustainability from various ideological perspectives could be an important teaching tool in this era of polarization. This article contends that environmental concerns today are no longer simply microeconomic but biophysical. Biophysical economics sees a sustainable economic theory as one that is grounded in the unity of social and natural sciences. The economy is embedded in a finite and non-growing biophysical system and is subject to its laws and its limits. The accumulation of carbon dioxide in the atmosphere, and the decline in the quality of energy resources limit further economic growth. So does the internal structure of capital accumulation. A system in overshoot cannot grow its way into sustainability, but a non-growing capitalist economy is mired in stagnation. We must develop new economic theories in order to achieve a sustainable future. Valuable insights can be found in behavioral economics, heterodox political economy, and natural science. Questions drawn from behavioral economics concerning how people think in difficult situations should be of great interest to sustainability educators.